Neufeld, Evelyn M.

Title

Neufeld, Evelyn M.

Date Updated

7-10-2020

Department

Teacher Education

Academic Rank

Professor

Year Retired from SJSU

1997

Educational Background

University of California, Berkeley, 1972 Ed.D.

San Jose State University, Education, 1967 M.A.

San Jose State University, 1961 B..A.

U of Toronto Royal Conservatory of Music of Toronto, Honors, Certificate, 1948

Dissertation Title

Logical thinking in first grade children : the relationship between Piaget's cognitive developmental levels and performance on school related mathematics tasks in the first grade

Teaching Experience

San Jose State University, College of Education, 1969-1997

San Jose School for Teachers, 1999

Micronesia 1997

UBC, Vancouver, Summer Session, 1997

UBC, Columbia, Summer Session, 1967

Also taught Summer Sessions in Israel, Kansas, Oakland, Reedley, Alaska

Selected Publications

Burton, Grace M., Fennell, Francis M. & Neufeld, Evelyn M. (1995). Anytime Math. Orlando, FL: Harcourt Brace.

Neufeld, Evelyn M. (1987). Homework! New Rochelle, NY: Cuisenaire Co. of America.

Marks, John L., Hiatt, Arthur A., & Neufeld, Evelyn M. (1985). Teaching Elementary School Mathematics for Understanding. New York: McGraw-Hill.

Neufeld, Evelyn M. & Lucas, James S. (1976). Number-Blox: A Manipulative Mathematics Program. Palo Alto, Ca: Creative Publications.

Neufeld, Evelyn M. (1976). The Philosophy of Jean Piaget and Its Educational Implications. Morristown, N.J. General Learning Press.

Lucas, James & Neufeld, Evelyn M. (1965). Developing Pre-Number Ideas. New York: Holt, Rinehart and Winston, in cooperation with Educational Development Corp.

Personal Commentary

I taught mathematics education courses, seminars, and mini-courses at universities across the United States, in Canada, and in Saipan. She has served as a mathematics consultant to school districts in California and other states. Her areas of interest include children’s construction of mathematical thought, the application of Jean Piaget’s work to the mathematics curriculum and to the types of mathematics experiences children should have, and the development of number ideas and logical thought in young children.

I was born in Canada. My parents enrolled me in piano lessons at an early age. I was a student of the University of Toronto Conservatory of Music; some of the faculty resided in Vancouver, B.C. My parents moved to San Jose, California. When I was married, my husband and I also moved to San Jose, CA. My husband was a math teacher. He was hired in a California elementary school. We enrolled our infant son in San Jose State Day Nursery. I called San Jose State University to inquire about the possibility of taking classes for becoming a teacher. I was given the coursework I would need to take as well as student-teaching at the end of the program. I was placed in a school to practice teaching. The teacher I was placed with was pregnant and was coming at the end of her teaching career. She talked to the principal about the possibility of hiring me to take her place. I was thrilled to have the position. The district math consultant introduced me to the writings of Jean Piaget. I immediately developed a new math program. I had earned a San Jose State credential, a California State Board of Education Life Diploma and I was a student of Jean Piaget. Finally I had just become a naturalized citizen of the United States. I discovered that I had everything I needed to become successful in my chosen career.

Immediately doors opened up. I will list only a few opportunities:

    1. Teach 4-5 year-olds demonstration school summer session: annually: math & reading
    2. Micronesia Faculty: 5 + faculty from several schools provided Micronesian students the coursework for their B.A. : My portion was mathematics. When their work was done, a major graduation honored the students. Faculty members were carefully selected. In my case I was chosen to serve on more than one island. Over a year, I made four trips.
    3. San Jose State encouraged me to speak at math and reading conferences in various cities and even in countries around the world.
    4. I was encouraged to invite visits from several universities (Stanford, UC Berkeley, Santa Clara) and schools to observe Piaget’s mathematics.
    5. The San Jose School District asked me to teach a one week course on my math program and the works of Jean Piaget.
    6. San Jose State hired me to take a group of teachers to Europe and the Scandinavian countries to study the schools and teachers. For example, schools in London were using Piaget’s research to teach their math courses. We would study how well this was working for them; 30 teachers signed up for this 6-unit course. The students were required to write a paper at the end of the experience. A year later we met at my house to relive the course; the students were enthusiastic about their experience.
    7. Publishers of children’s math books were interested in my ideas. They included me in 6 or 7 of them. Particular publishers were Harcourt Brace & Company and Holt Rinehart & Winston, which published:
      • Grace M. Burton, Evelyn M. Neufeld, and Francis M. Fennell. Anytime Math. Orlando, FL: Harcourt, Brace & Co. 1995.
      • James Lucas and Evelyn M Neufeld. Developing Pre-Number Ideas. Holt, Rinehart & Winston in cooperation with Educational Development Corporation, 1965.

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Neufeld, Evelyn M.

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